Three papers from the 1980 American Educational Research Association Conference, with an introduction and afterword, examine the evidence, possibilities, and problems for parental involvement in curriculum decision-making. The introduction, by Ralph Tyler, places parental involvement in education in its historical context, summarizes the three conference papers, and concludes that improving children's education depends on developing continuity in the home and school environments. The first conference paper, by Mario Fantini, reviews empirical evidence about the effects on academic achievement of different kinds of parental involvement. It concludes that involvement in school governance enhances student self-image while involvement in instruction improves academic achievement. The second conference paper, by Robert Sinclair and Ward Ghory, suggests ways for parents and teachers to plan, implement, and evaluate school curricula. However, warns Sara Lawrence Lightfoot in the third conference paper, the sometimes adversary relationship between home and school is based on their different social-structural roles, so educators pursuing parental involvement should expect parent-school conflict and not consider it all negative. Don Davies' afterword advances "co-production"--the organized efforts of producers (educators) and direct and indirect consumers (students and parents)--as an organizing principle for home-school cooperation in curriculum decision-making. (Author/RW)